Pathology, as a crucial fundamental discipline in rehabilitation medicine education, not only possesses profound theoretical depth but is also closely linked to clinical practice, serving as a bridge between basic medical science and clinical medicine. In the wave of digital transformation in education, the reform of pathology coursework is pivotal for cultivating rehabilitation medicine talents with solid theoretical foundations and practical skills. Problem-based learning (PBL) is a student-centered teaching model that emphasizes autonomous learning and problem-solving abilities. By establishing specific problem scenarios, PBL stimulates students' interest and motivation in learning, and fosters their teamwork and critical thinking skills. Introducing the PBL teaching philosophy into pathology education can better ignite students' enthusiasm for learning, facilitate the integration and application of knowledge, and enhance students' learning outcomes and clinical practice abilities. This article, based on the actual situation of our university, proposes an overall construction framework for the PBL teaching model of pathology coursework in the digital context, covering four aspects: teaching environment, teaching form, teaching method, and course assessment. The implementation of this model will provide new ideas and practical experiences for the reform of pathology teaching, thereby promoting continuous innovation in educational content and methods.

Songlin Jin. The exploration and implementation of the problem-based learning (PBL) teaching model in pathology within a digital environment. Frontiers in Educational Research (2025), Vol. 8, Issue 4: 206-212. https://doi.org/10.25236/FER.2025.080430.

[1] Jaganathan S, Bhuminathan S, Ramesh M. Problem-Based Learning - An Overview. J Pharm Bioallied Sci. 2024 Apr; 16(Suppl 2):S1435-S1437.

[2] Trullàs JC, Blay C, Sarri E, et al. Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review. BMC Med Educ. 2022 Feb 17;22(1):104.

[3] Chao CT, Tsai CL, Lin MW, et al. Fully digital problem-based learning for undergraduate medical students during the COVID-19 period: Practical considerations. J Formos Med Assoc. 2022 Oct;121(10):2130-2134.

[4] Ghani ASA, Rahim AFA, Yusoff MSB, et al. Effective Learning Behavior in Problem-Based Learning: a Scoping Review. Med Sci Educ. 2021 Apr 21;31(3):1199-1211.

[5] Xiao, K. Practical Exploration of Blended Teaching Mode under the Background of Educational Digitization: A Case Study of C Language Programming Course. Computer Knowledge and Technology, 2023, 19(35): 59-61.

[6] Hui Z, Zewu Z, Jiao H, et al. Application of ChatGPT-assisted problem-based learning teaching method in clinical medical education. BMC Med Educ. 2025 Jan 11;25(1):50.

[7] Tong X .The Effective Application of AIGC Technology in Visual Marketing Design Course Teaching. Contemporary Education Frontiers, 2024,2(2):48-53.